Aplicación de la neurotecnología en alumnado con TDA-Huna revisión paraguas

  1. Antonio-R. Hidalgo-Muñoz 1
  2. Daniel Acle-Vicente 1
  3. Alejandro García-Pérez 1
  4. Carmen Tabernero-Urbieta 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Año de publicación: 2023

Título del ejemplar: Neurotecnología en el aula: Investigación actual y futuro potencial

Número: 76

Páginas: 59-70

Tipo: Artículo

DOI: 10.3916/C76-2023-05 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Comunicar: Revista Científica de Comunicación y Educación

Objetivos de desarrollo sostenible

Resumen

En la actualidad, las aulas experimentan un incremento del número de menores escolarizados con un diagnóstico de trastorno por déficit de atención e hiperactividad (TDA-H). Numerosos estudios proponen, como alternativa a la medicación, la implementación de diferentes neurotecnologías en el aula para mejorar la sintomatología y favorecer las capacidades cognitivas de los escolares con dicho diagnóstico. La presente revisión sistemática persigue recopilar la evidencia científica que existe sobre la aplicación de estas técnicas, así como su implementación en el aula. Se realizó una revisión sistemática, siguiendo los estándares de rigor aceptados (PRISMA), incluyendo las revisiones sistemáticas en inglés o español, publicadas en revistas científicas, que aborden el TDA-H, apliquen alguna neurotecnología utilizada en esta población (neurofeedback, estimulación transcraneal (tDCS) o hiperescaneo) y que hagan referencia a la educación o a las aulas. Se retuvieron 14 revisiones sistemáticas, poniendo de manifiesto que el neurofeedback es la neurotecnología más utilizada, aunque su implementación real en el aula ha sido escasamente tratada o sólo lo ha sido con fines de evaluación de eficacia. En segundo lugar, aparece la tDCS con un enfoque más clínico, mientras que el hiperescaneo no aparece. A pesar de encontrar resultados experimentales prometedores, son necesarios estudios ecológicos que propongan la implantación efectiva de estas técnicas en los centros educativos; por otra parte, la apuesta por la neuroeducación conllevaría la aparición de nuevas figuras profesionales.

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